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Ofelia Garcia: What Is Translanguaging? 

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Ofelia Garcia: What Is Translanguaging? 

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"The Translanguaging Classroom:Leveraging Student Bilingualism for Learning"                               By: by Ofelia Garcia, Susana Ibarra Johnson , Kate Seltzer , and Guadalupe Valdes 

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"The Translanguaging Classroom:Leveraging Student Bilingualism for Learning"                               By: by Ofelia Garcia, Susana Ibarra Johnson , Kate Seltzer , and Guadalupe Valdes 

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Chapter 1:

“A translanguaging classroom is a space built collaboratively by the teacher and bilingual students as they use their different language practices to teach and learn in deeply creative and critical ways” (García, page, 2)

Using apps like Class Dojo provide a connection between students, educators, and families. The community can maintain consistent communication as well as full transparency on the daily learning activities/environment of students.

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TPE 4:

7. Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning.

8. Use digital tools and learning technologies across learning environments as appropriate to create new content and

provide personalized and integrated technology-rich lessons

to engage students in learning, promote digital literacy and offer students multiple means to demonstrate their learning.

TPE 2:

2. Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.

IMPLEMENTATION: Using various social platforms and technological tools (shared in this pallet) to further uplift student voices in the space. Multilingual students and their families will have the opportunities to be seen and heard by a supporting community. Everyone will have the chance to learn and grow with one another in full transparency.

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1. 2.1  Describe people, places, things (e.g., size, color, shape), locations, and actions.

2. 2.2  Recite short poems, rhymes, and songs.

3. 2.3  Relate an experience or creative story in a logical sequence.

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"Something that stood out to me from the video “What is translanguaging?” by Ofelia Garcia, was the suggestion that creating a translanguaging classroom can be as simple as utilizing materials such as Google Translator for/with students who are multilingual. While listening to this, I remember thinking about how even the simplest of resources can make such a massive impact on the quality of communication in classrooms, specifically between teachers and students. I then began to think, if tools like google translator can be used for translanguaging, well what are other ways can I as an educator utilize technology setting up/maintaining a translanguaging classroom ? "

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 NSTA "Translanguaging Using Technology"  

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 NSTA "Translanguaging Using Technology"  

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https://www.nsta.org/science-scope/science-scope-marchapril-2021/translanguaging-using-technology

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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I am grateful to have access to technology that can enable me to further my practice as an educator of equity. I want to be resourceful in how I bring/utilize technology in my translanguaging classroom. I want to provide all my students with safe access to technology. I plan on using platforms like google classroom, class dojo, YouTube, and google translator to uplift the voices/identities of my multilingual students. It is my hope that by taking advantage of the technological resources we have today, I can build the trust of my students and their families.

Furthermore, I to believe that monolingual or even multilingual speaking teachers can benefit from using technological tools in their classroom spaces to further integrate translanguaging pedagogy.

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I am a user of Class Dojo myself! I was recently introduced to this social media platform by my CT. It is absolutely fabulous ! In our classroom we take pictures and videos of our classroom discussions and activities. I then upload these to our Class Dojo for all parents to view. This way parents can be in communication with the whole classroom community. As an educator who values transparency and translanguaging, social platforms like this are valuable !

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"Teachers and students can create multimodal pages that include a combination of text, images, clipped videos, active links, student-created drawings, hand-drawn or typed annotations, audio, text entries, or comments" (NSTA, 2022).

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"Digital discussion technologies like VoiceThread and Flipgrid can help create a safe space in which multilingual learners can practice using scientific discourse as many times as needed to build confidence before sharing their thoughts with the class. Additionally, as learners interact with each other on these platforms, they are able to practice both speaking and listening skills" (NSTA, 2022).

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design discussions
no-schedule meetings
professional development
collaborate with clients
sales and marketing

replace text-only discussions
interactive lectures
support UDL principles
no-schedule office hours
professional development

student presentations
conversational practice
professional development
rich assessment
safe and accountable

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design discussions no-schedule meetings professional development collaborate with clients sales and marketing replace text-only discussions interactive lectures support UDL principles no-schedule office hours professional development student presentations conversational practice professional development rich assessment safe and accountable

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Technology and Translanguaging: Examining the Roles of iPads in Collaborative Translation Activities with Young Emergent Bilinguals

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With the rise in translanguaging pedagogies scholarship, researchers have explored how educators can employ translation strategies to support emergent bilinguals’ identities and literacy learning (e.g., Jiménez et al., 2015 Res Teach Engl 49:248–271:...